My educational philosophy has changed over time just as the education field does. Throughout my years of my own education I’ve come across various types of philosophies, many of which I with. At this point in my educational career I’ve chosen to adapt the philosophies of both Skinner and Vygotsky. I feel that in order to assess the needs of each and every child you have to have a balanced program. This includes another type of philosophy that I feel is important and that I’m currently researching for my degree as a Literacy Specialist which would be Balanced Literacy. However, throughout my experiences I’ve come up with my own personal philosophy aside from following or adapting those philosophies of others. My goal as an educator is to create lifelong readers and learners; this includes myself as one of those learners. As a teacher I know that in order to provide the best situation for my students I need to adapt to their needs which means I need to be ever evolving and changing. I need to be an educator as well as a student myself and always strive to do what is best for my students.
For my educational philosophy I chose to use the image of a book to represent it. Like a book or story in progress the author is constantly changing their his or her opinion, adding and taking away chapters and often the ending is unknown, this would prove to be the same about my educational philosophy. Throughout my educational career I have changed and adapted my personal philosophy based upon new information I’ve learned. My philosophy can be compared to that of a story in progress; I’m constantly adding new chapters and changing the ending. However, similar to a story the author has a general direction of how they want their story to end and the same goes for my educational philosophy. I want my students to gain the most from their time with me. I can’t predict what will happen or how it will end but, I know the general direction I’d like to go in and that is to put my student’s first.
Chapter 1 – Self-Motivating:
Chapter one is about setting up a foundation for learning to occur. When students are self-motivating there is room for so much opportunity. Students can gain a better education, one in which they may enjoy and take an active part in. Self-motivated students take responsibly in their learning which results in a better education. When given responsibility to fail or succeed students take more pride in their education and their achievements. In order to have students become self motivated the teacher must instill the confidence and the drive in their students. It’s the teacher’s job to set an environment where students aren’t afraid to contribute and share their insights and points of view. Once this is established learning can evolve and students can become creative and critical thinkers.
Chapter 2 – Creative/Critical Thinking:
Chapter two is a result of chapter one being a success. In order to have students who think creatively and critically they must be self-motivating. Providing students with the opportunity to be creative and think critically comes from preparation of the teacher and the lessons planned. Teachers need to give opportunities for students to think critically and be creative. Thinking critically allows students to go above and beyond what they would normally do and allows them to think further and to think beyond the subject or topic at hand.
Chapter 3 – Become Life-Long Readers and Learners:
Chapter three can occur when students become confident, self-motivating, and creative. My passion is literacy and I want to instill that passion into my students. I want them to become individuals who enjoy reading and gain something from it. I want them to be exposed to great authentic literature through all types of styles and genres. I feel that good authentic literature can be a great tool and provide students with authentic learning experiences. Literature can enhance a lesson and generate a variety of activities for students. I feel that literature is a great motivator and push students to become creative and intelligent. This also ties into the other two chapters of my philosophy. Like a story one chapter follows another, they intertwine and they all make sense once put together. In conjunction with that it is also important to realize the importance of teaching children how to read and write. Reading and writing is the basis for all education and without it, it can be detrimental to learning. Teaching students strategies through reading and writing and assist them across the curriculum as well as in real life. If a child is illiterate their success rate will be affected and they may never gain enough from their educational career in order to survive in the “real world”. Creating a strong foundation in reading and writing is essential for students. Once the environment is set for self-motivating, critical thinkers, students can then become life-long readers and learners which is ultimately the goal of education.
Connections to readings:
Chapter 1:
Student - Teacher Relationships- In this chapter there is an emphasis on teacher-student relationships and although I do not have a chapter specifically referring to that I feel as though my philosophies can’t be possible without a good teacher-student relationship. In order for students to be self-motivating they need to have confidence and gain trust and understanding from their teacher. The classroom environment will predict the outcomes of student achievement. I feel that the better the relationship and environment; the more learning that can take place. If you want students to respect you and listen to you to, you need to respect and listen to them in return. Once a good learning environment is set up it makes it easier for learning to actually take place.
Diversity - This topic fits into Chapter 1 of my philosophy: Student Motivation. I feel as though diversity among students is something that needs to be embraced and accounted for when teaching. Learning about different backgrounds as well as advantages and disadvantages the students may have can help you to better assess their needs. Learning about and embracing diversity will allow me to motivate students based on past experiences and backgrounds. This ties into the idea that the better I know my students, the better I can assess and teach them.
Beginning Teachers – This topic focuses on how beginning teachers focus more on themselves and their teaching and as you gain experience you focus more on the children and what they are learning. For me to incorporate all three of my chapters in my educational philosophy I will have to not only monitor and asses my teaching but use that to focus on what the students are learning as well. Along with this, I would like to adapt their idea of “Advice for Student Teachers from Their Students”. I think it’s important to create an atmosphere where students can be free to express how they feel. Gaining insight from students about yourself can be a great learning tool. What they expect from you, you should expect from them and make that known.
Using Research to Understand and Improve Learning – Research is tool that teachers can use to help students learn; find out what works and what doesn’t. I would use certain types of research in my teaching to aid in creating self-motivated and creative/critical thinkers and to gain ideas and concepts. It’s is important to focus on how children learn and this insight can be gained from research done. When we know how children learn, we can teach them more efficiently.
Chapter 2:
The Different Types of Development – When teaching, it is important to take into account the different types of development: physical, personal, social, and cognitive. Part of development includes natural maturation and teaching, it is important to take into account the different types of development: physical, personal, social, and cognitive. Part of development includes natural maturation and you have to be aware of what the students can realistically learn. In Chapter 1 of my philosophy, Self-Motivating, it is important to work with the development stages of your students, if they are doing tasks that they may not be ready for developmentally can cause frustration and sometimes it can be a waste of time. It is important to be realistic and taking into account a student’s personal development to do so.
General Principles of Development – When considering the development of your students it is important to keep in mind three important points. First, people develop at different rates. Second, development is relatively orderly. Third, development takes place gradually. This ties into my philosophy as a whole, by creating an environment where learning can take place.
Piaget’s Theory of Cognitive Development - This is something that educators must take into account. Again, I feel as though there isn’t a specific chapter of my philosophy that fits into this; however it should be something that is accounted for in each chapter. Piaget’s theory states that children learn as they grow and this should be recognized when planning lesson and day to day activities for students. Another aspect to his theory is based upon child observation. In order to provide the best learning possible you need to learn about the students are individuals, learn as much as you can about. By paying attention to how they learn you can better assess their needs which in return will amount to success. Much of Piaget’s research was done by simply observing children in their normal routines and throughout their school day. As teachers we need to spend more time just watching students, see how they interact, gain insight on their thought process and learn as much about them as possible. I feel as though this goes along with topic of teacher-student relationships. For me, it is important to build relationships with my students, gain knowledge about how they learn and assess them accordingly. Learning more about your students can only help you as a teacher and enable you to provide a better learning environment for both you and your students.
Zone of Proximal Development – This works into my first and second chapters of my philosophy to create self-motivated, critical thinkers. In order for me to do so I need to consider their ZPD, where they are and where they can go. I believe that students can master difficult skills (ones in which they could not previously have done) with the right amount of support and guidance. Giving students the confidence and the opportunity to go above what they thought they knew can produce students would think creatively and critically.
Chapter 4:
In order for me to create self-motivating, creative/critical thinkers, and life-long readers I will need to get to know my students on an individual level. The more you know about a student the better you can assess their needs. Chapter 4 of the text explains about learner differences and learning needs and the importance of understanding individual differences.
Gardner’s Theory of Multiple Intelligence - This ties into Chapter 1 of my philosophy because in order for students to be self-motivating, I as the teacher have to find out exactly what motivates them. Gardner states that these eight types of intelligences are the eight kinds of human ability and some individuals may have strengths or weaknesses in one or several areas. When creating my own lessons I want to take into consideration the different types of intelligences and integrate them (or a many of them) as I can. Finding out how a student learns best allows you to access their full potential. When you find out how a student learns best and what they are interested in you will have more opportunity for growth and success.
Learning Styles and Preferences – Gardner focuses on how a student prefers to learn. The idea of learning styles and preferences is more specific as to how the individual prefers to study and learn; the when, where, how aspect to learning. Taking that into consideration is an important aspect to getting to know your students and creating an environment where learning can take place.
Students with Learning Disabilities – If I want to instill into my students to become life-long readers and learners I need to support them with whatever disadvantage or problem they may have. Giving the right kind of help and support to disadvantaged students is crucial. Children with learning disabilities have different needs than those of others students without, they cannot be pushed aside or forgotten. If I want to help my students to be successful I have to provide the appropriate amount of support.
Students Who Are Gifted and Talented – The statistics about gifted students today is an overwhelming disappointment, they aren’t getting the proper support need. Generally this type of student would fall into the self-motivated, creative/critical thinker category of my philosophy. However, they may not become life-long readers and they may not be motivated to learn. The challenge with gifted students is to provide them with challenging, thought provoking activities and tasks so that they don’t lose their motivation and so they become life long readers and learners. If they are bored and are not getting the proper support and aren't being challenged they may resort to a passive attitude towards learning. That cannot happen, not if I want to stand by my philosophy.
One thing that has stayed consistent throughout my ever-changing philosophy was that there was always an emphasis on getting to know my students. It is one of the most important aspects of teaching to me.
Chapter 6:
Functional Behavior Assessments – Before you can begin to fix a problem or change a behavior you have to find out what the behavior is, the cause of it, and why it is happening. This would encompass my whole philosophy because in order for me to maintain an environment where students can learn I would have to have good behavior management and that comes from first identify any problems.
Behavior Management – If a classroom is full of behavior problems it is hard to spend time on academics because so much time is devoted to managing the behaviors. Whether positive or negative reinforcement or punishment is used, it does not matter as long the teacher is doing what is best for her students. Behavior management is the key to s successful classroom and is the foundation for learning to occur.
Albert Bundura – This focuses on learning from observing others. My students won’t walk into my classroom knowing how to think critically, be self-motivated and become life-long learners; I will have to show them. Modeling for students how I want them to think and act will be the first step. Showing them that it’s okay to express how you feel and what you’re thinking and it is okay to make mistakes. Once students put their insecurities behind them is when real learning can take place.
Chapter 7:
The Brain and Cognitive Learning – From ages 12-21 the brain is growing rapidly and this is where the most amount of knowledge can be obtained. As the brain continues to grow and change it is a direct result of learning. This would tie into my philosophy as a whole, to incorporate all aspects of learning.
Schemas – Schemas are how our personal knowledge is stored and organized. It allows us to make sense of what we already know so it can guide us on what to expect next. This would fit into Chapter 2 of my philosophy because in order to think critically you have to take into account what you already know, use it to create new schemas or add it to existing ones. This would also fit into Chapter 3 because in order to create lifelong readers they must activate their schema/previous knowledge to make connections and creating meaning in a text.
Metacognition – This involves knowledge about your own thinking process. This ties into chapter 2 of my philosophy, creating critical/creative thinkers. In order for students to be creative and think critically they need to be aware of how they think. By doing so it allows you to plan, monitor and evaluate your learning. When students think about their own thinking it causes them to be more aware. This is essential for students to become critical/creative thinkers. Students must plan; decide what strategies, how to start, and what resources to use. Then they must monitor, is what they are doing make sense? Is it helpful? Are they in the right direction? The last aspect is evaluating, what did I learn? What was helpful, what was not? What could I do different? And so on.
Chapter 8:
Learning Strategies – The purpose of learning strategies is to teach students to “learn how to learn”. This involves my entire philosophy. By providing the students with the right tools and/or strategies you are only setting them up for success. This chapter also states that the way in which we learn affects how we remember it apply it in other circumstances. Teaching students to be able to access previously learned material is just another way to promote learning.
Reading Strategies – The idea of teaching students how to use effect reading strategies incorporates the Creating Life –Long Readers part of my philosophy. Giving students the tools to decipher what they are reading can lead to a better understanding of a topic, or in other words comprehension. Ultimately, our goal for literacy is for students to be able to comprehend what they’ve read so they can later apply that knowledge. Otherwise, what is the purpose of reading if you cannot comprehend the material?
Defining Goals and Representing the Problem – In order for students to incorporate my philosophy into their individual educational careers they will need to set goals for themselves. Setting personal goals is tool for achievement. Holding students responsible for their own success will make them not only appreciate it more but will have more of a desire to fulfill their own goals.
Defining Creativity – This is one of my most important goals I have for my future students. I want my students to think openly and creatively. I will have to create an environment that is supportive and allows students to be creative and unique.
Chapter 10:
Triarchic Reciprocal Causality – This is important to all three chapters in my philosophy because it describes the relationship between personal and social influences along with behavioral outcomes. These three aspects are intertwined and influence each other. As an educator it is important to take into consideration these three aspects into the academic path that your students can/will take.
Modeling: Learning from Others – This is not only an important element of the social cognitive theory but, it is essential for student success. Ultimately¸ educators need to set examples and model how the work should be done and expectations of work ethic and outcomes. This would encompass all three chapters of my philosophy.
Reaching Every Student: Families and Self-Regulation – My philosophy strives for the best learning environment for students and that needs to carry into the home life as well. I feel it is important to include these expectations in everyday life, not just in school. This is how students can become self-motivating, critical thinkers who become life-long readers and learners. Students need support from home as well as in school.
Chapter 11:
Intrinsic Motivation – Intrinsic motivation is another name for self-motivating which is the first chapter of my philosophy. Naturally, people have a tendency to seek out and overcome personal challenges. This type of motivation is called intrinsic motivation. People become intrinsically motivated not because of incentives or punishments but, because it is satisfying or rewarding to ourselves personally. I strive for my students to be intrinsically motivated individuals.
Maslow’s Hierarchy of Needs (Self-actualization) – Maslow describes self-actualization as self-fulfillment, when a personal realizes and fulfills their potential. This would relate to all the chapters in my philosophy starting with chapter 1, self-motivating students. Once students are self-motivated and see their own individual potential then they can go on to be critical and creative thinkers, chapter 2 of my philosophy.
Goal Orientations – In order for my students to embody my philosophy they will have to set personal goals for themselves. This is a key aspects to becoming self-motivation and to reach ones potential. It is important to set goals as a way for students to be responsible for their own learning and achievements. It not only makes them more meaning but helps to create life-long readers and learners and this aspect can carry into their personal lives aside from just academics.
Chapter 12:
Marzano: The Art of Classroom Management – Marzano’s model of classroom management is essential for learning to take place. His model, in my opinion is the perfect model for my philosophy and it incorporates everything I think is important. It discusses the teacher’s role regarding their behaviors, teamwork, and addressing students with high needs. He suggests that quality student-teacher relationships are the key and that is the most important aspect to my philosophy. This is because without any of Marzano’s Art of Classroom Management, my philosophy cannot take place.
Creating a Positive Learning Environment – If I want to accomplish anything from my philosophy I have to start with some sort of foundation. That foundation is creating a positive learning environment when students can learn and want to learn. I feel that is it so important to create a trusting environment where students can be themselves which creates more opportunity for learning to take place.
Rules and Consequences – Going along with self-motivation and students taking responsibility in their success they must also have the opportunity to create the classroom rules and consequences. If students have a more active role in the classroom they not only respect the rules more but they are more likely to follow them. I think it is important to show your students that what they say and how they feel matters so including them in something as simple as creating classroom rules and consequences is an easy way to achieve that.
Chapter 14:
Formative and Summative Assessment – It is important to assess my students’ needs on an individual basis as well as a class. This can be done by appropriate types of formative and summative assessment. It is important to assess what students know prior to teaching a lesson as well as assess their needs after a lesson is taught.
Essay Testing – This involves students to use their knowledge of a subject and apply it to a higher level of thinking. This would fit into Chapter 2 of philosophy. To create critical thinkers, I need to provide students will opportunities to think critically. This is where an essay format for a test would work perfectly. Students would not only be able to define a topic but express what it really means through their own interpretation.
Authentic Assessment – No matter what kind of assessment I may use in my class if it is not authentic, it isn’t worth much. If I want to create self-motivated, critical thinkers I need to assess them properly. They need to be able to apply their skills and abilities not just in a school setting but in real life situations.
Informal Assessment – In terms of assessment this to me is one of the most important kinds. To me, this means that in order for me to teach my students and have them learn I need to get to know them on an individual level. This can be done through various types on informal assessments.
My educational philosophy has changed over time just as the education field does. Throughout my years of my own education I’ve come across various types of philosophies, many of which I with. At this point in my educational career I’ve chosen to adapt the philosophies of both Skinner and Vygotsky. I feel that in order to assess the needs of each and every child you have to have a balanced program. This includes another type of philosophy that I feel is important and that I’m currently researching for my degree as a Literacy Specialist which would be Balanced Literacy. However, throughout my experiences I’ve come up with my own personal philosophy aside from following or adapting those philosophies of others. My goal as an educator is to create lifelong readers and learners; this includes myself as one of those learners. As a teacher I know that in order to provide the best situation for my students I need to adapt to their needs which means I need to be ever evolving and changing. I need to be an educator as well as a student myself and always strive to do what is best for my students.
For my educational philosophy I chose to use the image of a book to represent it. Like a book or story in progress the author is constantly changing their his or her opinion, adding and taking away chapters and often the ending is unknown, this would prove to be the same about my educational philosophy. Throughout my educational career I have changed and adapted my personal philosophy based upon new information I’ve learned. My philosophy can be compared to that of a story in progress; I’m constantly adding new chapters and changing the ending. However, similar to a story the author has a general direction of how they want their story to end and the same goes for my educational philosophy. I want my students to gain the most from their time with me. I can’t predict what will happen or how it will end but, I know the general direction I’d like to go in and that is to put my student’s first.
Chapter 1 – Self-Motivating:
Chapter one is about setting up a foundation for learning to occur. When students are self-motivating there is room for so much opportunity. Students can gain a better education, one in which they may enjoy and take an active part in. Self-motivated students take responsibly in their learning which results in a better education. When given responsibility to fail or succeed students take more pride in their education and their achievements. In order to have students become self motivated the teacher must instill the confidence and the drive in their students. It’s the teacher’s job to set an environment where students aren’t afraid to contribute and share their insights and points of view. Once this is established learning can evolve and students can become creative and critical thinkers.
Chapter 2 – Creative/Critical Thinking:
Chapter two is a result of chapter one being a success. In order to have students who think creatively and critically they must be self-motivating. Providing students with the opportunity to be creative and think critically comes from preparation of the teacher and the lessons planned. Teachers need to give opportunities for students to think critically and be creative. Thinking critically allows students to go above and beyond what they would normally do and allows them to think further and to think beyond the subject or topic at hand.
Chapter 3 – Become Life-Long Readers and Learners:
Chapter three can occur when students become confident, self-motivating, and creative. My passion is literacy and I want to instill that passion into my students. I want them to become individuals who enjoy reading and gain something from it. I want them to be exposed to great authentic literature through all types of styles and genres. I feel that good authentic literature can be a great tool and provide students with authentic learning experiences. Literature can enhance a lesson and generate a variety of activities for students. I feel that literature is a great motivator and push students to become creative and intelligent. This also ties into the other two chapters of my philosophy. Like a story one chapter follows another, they intertwine and they all make sense once put together. In conjunction with that it is also important to realize the importance of teaching children how to read and write. Reading and writing is the basis for all education and without it, it can be detrimental to learning. Teaching students strategies through reading and writing and assist them across the curriculum as well as in real life. If a child is illiterate their success rate will be affected and they may never gain enough from their educational career in order to survive in the “real world”. Creating a strong foundation in reading and writing is essential for students. Once the environment is set for self-motivating, critical thinkers, students can then become life-long readers and learners which is ultimately the goal of education.
Connections to readings:
Chapter 1:
Student - Teacher Relationships- In this chapter there is an emphasis on teacher-student relationships and although I do not have a chapter specifically referring to that I feel as though my philosophies can’t be possible without a good teacher-student relationship. In order for students to be self-motivating they need to have confidence and gain trust and understanding from their teacher. The classroom environment will predict the outcomes of student achievement. I feel that the better the relationship and environment; the more learning that can take place. If you want students to respect you and listen to you to, you need to respect and listen to them in return. Once a good learning environment is set up it makes it easier for learning to actually take place.
Diversity - This topic fits into Chapter 1 of my philosophy: Student Motivation. I feel as though diversity among students is something that needs to be embraced and accounted for when teaching. Learning about different backgrounds as well as advantages and disadvantages the students may have can help you to better assess their needs. Learning about and embracing diversity will allow me to motivate students based on past experiences and backgrounds. This ties into the idea that the better I know my students, the better I can assess and teach them.
Beginning Teachers – This topic focuses on how beginning teachers focus more on themselves and their teaching and as you gain experience you focus more on the children and what they are learning. For me to incorporate all three of my chapters in my educational philosophy I will have to not only monitor and asses my teaching but use that to focus on what the students are learning as well. Along with this, I would like to adapt their idea of “Advice for Student Teachers from Their Students”. I think it’s important to create an atmosphere where students can be free to express how they feel. Gaining insight from students about yourself can be a great learning tool. What they expect from you, you should expect from them and make that known.
Using Research to Understand and Improve Learning – Research is tool that teachers can use to help students learn; find out what works and what doesn’t. I would use certain types of research in my teaching to aid in creating self-motivated and creative/critical thinkers and to gain ideas and concepts. It’s is important to focus on how children learn and this insight can be gained from research done. When we know how children learn, we can teach them more efficiently.
Chapter 2:
The Different Types of Development – When teaching, it is important to take into account the different types of development: physical, personal, social, and cognitive. Part of development includes natural maturation and teaching, it is important to take into account the different types of development: physical, personal, social, and cognitive. Part of development includes natural maturation and you have to be aware of what the students can realistically learn. In Chapter 1 of my philosophy, Self-Motivating, it is important to work with the development stages of your students, if they are doing tasks that they may not be ready for developmentally can cause frustration and sometimes it can be a waste of time. It is important to be realistic and taking into account a student’s personal development to do so.
General Principles of Development – When considering the development of your students it is important to keep in mind three important points. First, people develop at different rates. Second, development is relatively orderly. Third, development takes place gradually. This ties into my philosophy as a whole, by creating an environment where learning can take place.
Piaget’s Theory of Cognitive Development - This is something that educators must take into account. Again, I feel as though there isn’t a specific chapter of my philosophy that fits into this; however it should be something that is accounted for in each chapter. Piaget’s theory states that children learn as they grow and this should be recognized when planning lesson and day to day activities for students. Another aspect to his theory is based upon child observation. In order to provide the best learning possible you need to learn about the students are individuals, learn as much as you can about. By paying attention to how they learn you can better assess their needs which in return will amount to success. Much of Piaget’s research was done by simply observing children in their normal routines and throughout their school day. As teachers we need to spend more time just watching students, see how they interact, gain insight on their thought process and learn as much about them as possible. I feel as though this goes along with topic of teacher-student relationships. For me, it is important to build relationships with my students, gain knowledge about how they learn and assess them accordingly. Learning more about your students can only help you as a teacher and enable you to provide a better learning environment for both you and your students.
Zone of Proximal Development – This works into my first and second chapters of my philosophy to create self-motivated, critical thinkers. In order for me to do so I need to consider their ZPD, where they are and where they can go. I believe that students can master difficult skills (ones in which they could not previously have done) with the right amount of support and guidance. Giving students the confidence and the opportunity to go above what they thought they knew can produce students would think creatively and critically.
Chapter 4:
In order for me to create self-motivating, creative/critical thinkers, and life-long readers I will need to get to know my students on an individual level. The more you know about a student the better you can assess their needs. Chapter 4 of the text explains about learner differences and learning needs and the importance of understanding individual differences.
Gardner’s Theory of Multiple Intelligence - This ties into Chapter 1 of my philosophy because in order for students to be self-motivating, I as the teacher have to find out exactly what motivates them. Gardner states that these eight types of intelligences are the eight kinds of human ability and some individuals may have strengths or weaknesses in one or several areas. When creating my own lessons I want to take into consideration the different types of intelligences and integrate them (or a many of them) as I can. Finding out how a student learns best allows you to access their full potential. When you find out how a student learns best and what they are interested in you will have more opportunity for growth and success.
Learning Styles and Preferences – Gardner focuses on how a student prefers to learn. The idea of learning styles and preferences is more specific as to how the individual prefers to study and learn; the when, where, how aspect to learning. Taking that into consideration is an important aspect to getting to know your students and creating an environment where learning can take place.
Students with Learning Disabilities – If I want to instill into my students to become life-long readers and learners I need to support them with whatever disadvantage or problem they may have. Giving the right kind of help and support to disadvantaged students is crucial. Children with learning disabilities have different needs than those of others students without, they cannot be pushed aside or forgotten. If I want to help my students to be successful I have to provide the appropriate amount of support.
Students Who Are Gifted and Talented – The statistics about gifted students today is an overwhelming disappointment, they aren’t getting the proper support need. Generally this type of student would fall into the self-motivated, creative/critical thinker category of my philosophy. However, they may not become life-long readers and they may not be motivated to learn. The challenge with gifted students is to provide them with challenging, thought provoking activities and tasks so that they don’t lose their motivation and so they become life long readers and learners. If they are bored and are not getting the proper support and aren't being challenged they may resort to a passive attitude towards learning. That cannot happen, not if I want to stand by my philosophy.
One thing that has stayed consistent throughout my ever-changing philosophy was that there was always an emphasis on getting to know my students. It is one of the most important aspects of teaching to me.
Chapter 6:
Functional Behavior Assessments – Before you can begin to fix a problem or change a behavior you have to find out what the behavior is, the cause of it, and why it is happening. This would encompass my whole philosophy because in order for me to maintain an environment where students can learn I would have to have good behavior management and that comes from first identify any problems.
Behavior Management – If a classroom is full of behavior problems it is hard to spend time on academics because so much time is devoted to managing the behaviors. Whether positive or negative reinforcement or punishment is used, it does not matter as long the teacher is doing what is best for her students. Behavior management is the key to s successful classroom and is the foundation for learning to occur.
Albert Bundura – This focuses on learning from observing others. My students won’t walk into my classroom knowing how to think critically, be self-motivated and become life-long learners; I will have to show them. Modeling for students how I want them to think and act will be the first step. Showing them that it’s okay to express how you feel and what you’re thinking and it is okay to make mistakes. Once students put their insecurities behind them is when real learning can take place.
Chapter 7:
The Brain and Cognitive Learning – From ages 12-21 the brain is growing rapidly and this is where the most amount of knowledge can be obtained. As the brain continues to grow and change it is a direct result of learning. This would tie into my philosophy as a whole, to incorporate all aspects of learning.
Schemas – Schemas are how our personal knowledge is stored and organized. It allows us to make sense of what we already know so it can guide us on what to expect next. This would fit into Chapter 2 of my philosophy because in order to think critically you have to take into account what you already know, use it to create new schemas or add it to existing ones. This would also fit into Chapter 3 because in order to create lifelong readers they must activate their schema/previous knowledge to make connections and creating meaning in a text.
Metacognition – This involves knowledge about your own thinking process. This ties into chapter 2 of my philosophy, creating critical/creative thinkers. In order for students to be creative and think critically they need to be aware of how they think. By doing so it allows you to plan, monitor and evaluate your learning. When students think about their own thinking it causes them to be more aware. This is essential for students to become critical/creative thinkers. Students must plan; decide what strategies, how to start, and what resources to use. Then they must monitor, is what they are doing make sense? Is it helpful? Are they in the right direction? The last aspect is evaluating, what did I learn? What was helpful, what was not? What could I do different? And so on.
Chapter 8:
Learning Strategies – The purpose of learning strategies is to teach students to “learn how to learn”. This involves my entire philosophy. By providing the students with the right tools and/or strategies you are only setting them up for success. This chapter also states that the way in which we learn affects how we remember it apply it in other circumstances. Teaching students to be able to access previously learned material is just another way to promote learning.
Reading Strategies – The idea of teaching students how to use effect reading strategies incorporates the Creating Life –Long Readers part of my philosophy. Giving students the tools to decipher what they are reading can lead to a better understanding of a topic, or in other words comprehension. Ultimately, our goal for literacy is for students to be able to comprehend what they’ve read so they can later apply that knowledge. Otherwise, what is the purpose of reading if you cannot comprehend the material?
Defining Goals and Representing the Problem – In order for students to incorporate my philosophy into their individual educational careers they will need to set goals for themselves. Setting personal goals is tool for achievement. Holding students responsible for their own success will make them not only appreciate it more but will have more of a desire to fulfill their own goals.
Defining Creativity – This is one of my most important goals I have for my future students. I want my students to think openly and creatively. I will have to create an environment that is supportive and allows students to be creative and unique.
Chapter 10:
Triarchic Reciprocal Causality – This is important to all three chapters in my philosophy because it describes the relationship between personal and social influences along with behavioral outcomes. These three aspects are intertwined and influence each other. As an educator it is important to take into consideration these three aspects into the academic path that your students can/will take.
Modeling: Learning from Others – This is not only an important element of the social cognitive theory but, it is essential for student success. Ultimately¸ educators need to set examples and model how the work should be done and expectations of work ethic and outcomes. This would encompass all three chapters of my philosophy.
Reaching Every Student: Families and Self-Regulation – My philosophy strives for the best learning environment for students and that needs to carry into the home life as well. I feel it is important to include these expectations in everyday life, not just in school. This is how students can become self-motivating, critical thinkers who become life-long readers and learners. Students need support from home as well as in school.
Chapter 11:
Intrinsic Motivation – Intrinsic motivation is another name for self-motivating which is the first chapter of my philosophy. Naturally, people have a tendency to seek out and overcome personal challenges. This type of motivation is called intrinsic motivation. People become intrinsically motivated not because of incentives or punishments but, because it is satisfying or rewarding to ourselves personally. I strive for my students to be intrinsically motivated individuals.
Maslow’s Hierarchy of Needs (Self-actualization) – Maslow describes self-actualization as self-fulfillment, when a personal realizes and fulfills their potential. This would relate to all the chapters in my philosophy starting with chapter 1, self-motivating students. Once students are self-motivated and see their own individual potential then they can go on to be critical and creative thinkers, chapter 2 of my philosophy.
Goal Orientations – In order for my students to embody my philosophy they will have to set personal goals for themselves. This is a key aspects to becoming self-motivation and to reach ones potential. It is important to set goals as a way for students to be responsible for their own learning and achievements. It not only makes them more meaning but helps to create life-long readers and learners and this aspect can carry into their personal lives aside from just academics.
Chapter 12:
Marzano: The Art of Classroom Management – Marzano’s model of classroom management is essential for learning to take place. His model, in my opinion is the perfect model for my philosophy and it incorporates everything I think is important. It discusses the teacher’s role regarding their behaviors, teamwork, and addressing students with high needs. He suggests that quality student-teacher relationships are the key and that is the most important aspect to my philosophy. This is because without any of Marzano’s Art of Classroom Management, my philosophy cannot take place.
Creating a Positive Learning Environment – If I want to accomplish anything from my philosophy I have to start with some sort of foundation. That foundation is creating a positive learning environment when students can learn and want to learn. I feel that is it so important to create a trusting environment where students can be themselves which creates more opportunity for learning to take place.
Rules and Consequences – Going along with self-motivation and students taking responsibility in their success they must also have the opportunity to create the classroom rules and consequences. If students have a more active role in the classroom they not only respect the rules more but they are more likely to follow them. I think it is important to show your students that what they say and how they feel matters so including them in something as simple as creating classroom rules and consequences is an easy way to achieve that.
Chapter 14:
Formative and Summative Assessment – It is important to assess my students’ needs on an individual basis as well as a class. This can be done by appropriate types of formative and summative assessment. It is important to assess what students know prior to teaching a lesson as well as assess their needs after a lesson is taught.
Essay Testing – This involves students to use their knowledge of a subject and apply it to a higher level of thinking. This would fit into Chapter 2 of philosophy. To create critical thinkers, I need to provide students will opportunities to think critically. This is where an essay format for a test would work perfectly. Students would not only be able to define a topic but express what it really means through their own interpretation.
Authentic Assessment – No matter what kind of assessment I may use in my class if it is not authentic, it isn’t worth much. If I want to create self-motivated, critical thinkers I need to assess them properly. They need to be able to apply their skills and abilities not just in a school setting but in real life situations.
Informal Assessment – In terms of assessment this to me is one of the most important kinds. To me, this means that in order for me to teach my students and have them learn I need to get to know them on an individual level. This can be done through various types on informal assessments.